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引文資料
題名:
表徵策略教學對提升國小低解題正確率學生解題表現之效果研究
書刊名:
教育心理學報
作者:
何縕琪
/
林清山
出版日期:
1994
卷期:
27
頁次:
頁259-279
主題關鍵詞:
表徵策略
;
一致性效果
;
比較類問題
;
解題表現
;
Compare word problems
;
Consistency effect
;
Representation training
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(
6
) 博士論文(
2
) 專書(0) 專書論文(0)
排除自我引用:
6
共同引用:
18
點閱:28
本研究以三個實驗探討表徵策略教學對國小低解題正確率學生的解題效果。 實驗一的受試者是30名國小低解題正確率學生。結果發現國小低解題正確率學生解「比較」類應用題的困難主要是在問題表徵階段。 實驗二的受試者是高、低解題正確率學生各15名。從學生的口語資料中發現:學生在「不一致語言」問題中產生逆轉型錯誤的原因,一是忽略關係句中的「比」或「是」字,而將句中的主詞與受詞的位置倒置。二是因為使用「關鍵字解法」。另外,高、低不同解解題正確率學生在解二階步比較類應用題時所畫的圖示類別有所差異。 實驗三是表徽策略教學效果的實證研究。受試者同實驗一。研究者將之隨機分派為實驗組與控制組,每組15名。實驗組學生接受三次表徵策略教學。控制組學生則進行三次評定問題困難度的活動。研究結果顯示:實驗組學生在數學解題測驗「標的題」上所產生的逆轉型錯誤比率、「一般題」及整體測驗上所產生的全部錯誤比率低於控制組學生。而在「遷移題」上所產生的逆轉型錯誤比率與控制組學生沒有顯著差異。
以文找文
This study investigated the effects of representation strategy teaching on the performance of low accuracy problem solvers. Three experiments were conducted. Thirty 5th graders who were identified as low accuracy problem solvers participated in Experiment I. Results showed that the consistency effect mentioned in Lewis and Mayer (1987) was confirmed. In Experiment II, using verbal protocol data of 15 low and 15 high accuracy problem solvers. Two reasons which may explain reversal error in the inconsistent language problems were found to be: (1) the negligence of the words 'compare' and 'is' in relational statement, and (2) using keyword solving strategy. High and low accuracy problem solvers had distinct representational strategies in sovling two-steps compare word problems. The subjects in Experiment III were file same as those in Experiment I They were randomly assigned to experimental group and control group. The experimental group was instructed to translate statements in problems and to create number-line diagrams that integrated the information in compare problems, while control group was instructed to rate the difficulty of word problems. In summary, this study indicated that even with 40 minutes instruction of representation training to remediate students erroneous comprehension process for arithmetic word problems, can be useful to promote low accuracy problem solver's performance.
以文找文
期刊論文
1.
Lewis, A. B.(1989)。Training students to represent arithmetic word problems。Journal of Educational Psychology,81(4),521-531。
2.
Briars, D. J.、Larkin, J. H.(1984)。An Integrated Model of Skill in Solving Elementary Word Problems。Cognition and Instruction,1(3),245-296。
3.
DeCorte, E.、Verschaffel, L.(1987)。The effect of semantic structure on first graders' strategies for solving addition and subtraction word problems。Journal for Research in Mathematics Education,18,363-381。
4.
Gick, M. L.、Holyoak, K. J.(1983)。Schema induction and analogical transfer。Cognitive Psychology,15,1-38。
5.
Greer, B.(1987)。Nonconservation of multiplication and division involving decimals。Journal for Research in Mathematics Education,18,37-45。
6.
Hegarty, M.、Mayer, R. E.、Green, C. E.(1992)。Comprehension of arithmetic word problems: Evidence from students' eye fixation。Journal of Educational Psychology,84(1),76-84。
7.
蔣治邦、鍾思嘉(1991)。低年級學童加減法概念的發展。教育心理與研究,14,35-68。
延伸查詢
8.
Kintsch, W.、Greeno, J. G.(1985)。Understanding and solving word arithmetic problems。Psychological Review,92,109-129。
9.
Lewis, A. B.、Mayer, R. E.(1987)。Students' miscomprehension of relational statements in arithmetic word problems。Journal of Educational Psychology,79,363-371。
10.
Morales, R. V.、Shute, V. J.、Pellegrino, J. W.(1985)。Developmental Differences in Understanding and Solving Simple Mathematics Word Problems。Cognition and Instruction,2(1),41-57。
11.
Mayer, R. E.(1992)。Cognition and instruction: Their historic meeting within educational psychology。Journal of Educational Psychology,84,405-412。
12.
Novick, L. R.(1988)。Analogical transfer, problem similarity, and expertise。Journal of Experimental Psychology: Learning, Memory, and Cognition,14,510-520。
13.
Putnam, R. T.、Lampert, M.、Peterson, P. L.(1989)。Alternative perspectives on knowing mathematics in elementary schools。Review of Research in Education,16,57-150。
14.
Willis, G. B.、Fuson, K. C.(1988)。Teaching children to use schematic drawings to solving addition and subtraction word problems。Journal of Educational Psychology,80(2),192-201。
15.
Verschaffel, L.、De Corte, E.、Pauwels, A.(1992)。Solving compare problems: An eye movement test of Lewis and Mayer's consistency hypothesis。Journal of Educational Psychology,84,85-94。
16.
Stigler, J. W.、Fuson, K. C.、Ham, M.、Kim, M. S.(1986)。An analysis of addition and subtraction word problems in American and Soviet elementary mathematics textbooks。Cognition and Instruction,3,153-171。
研究報告
1.
吳昭容、國立臺灣大學心理學研究所(1990)。圖示對國小學童解數學應用題之影響 (計畫編號:0103-S-79B-018)。
延伸查詢
學位論文
1.
Lewis, A. B.(1989)。Enhancement of arithmetic word problem-solving skill through representation training(博士論文)。University of California,Santa Barbara。
2.
徐文鈺(1992)。圖示策略訓練課程對國小五年級學生的數學應用題解題能力與錯誤類型之影響(碩士論文)。國立臺灣師範大學。
延伸查詢
3.
謝毅興(1991)。國小兒童解數學應用問題的策略(碩士論文)。國立臺灣大學。
延伸查詢
4.
翁嘉英(1988)。國小兒童解數學應用問題的認知歷程(碩士論文)。國立臺灣大學。
延伸查詢
圖書
1.
教育部(1975)。國民小學課程標準。台北:國立編譯館。
延伸查詢
2.
National Council of Teachers of Mathematics(1989)。Curriculum and evaluation standee for school mahematics。Reston, VA:NCTM。
3.
Mayer, R. E.(1987)。Educational Psychology: A cognitive approach。Little, Brown and Company。
圖書論文
1.
Carpenter, T. P.(1985)。Learning to add and subtract。Teaching and learning mathematical problem solving: Multiple research perspectives。Hillsdale, NJ:Erlbaum。
2.
Defour-Janvier, B.、Bednarz, N.、Belanger, M.(1987)。Pedagogical considerations concerning the problem of representation。Problems of representation in the teaching and learning of mathematics。Hillsdale, NJ:Erlbaum。
3.
Greeno, J. G.(1987)。Instructional representations based on research about understanding。Cognitive science and mathematics education。Hillsdale, NJ:Erlbaum。
4.
Kaput, J. J.(1987)。Representation systems and mathematics。Problems of representation in the teaching and learning of mathematics。Hillsdale, NJ:Erlbaum。
5.
Lester, F. K.、Garofalo, J.、Kroll, D. L.(1989)。Self-confidence, interest, beliefs, and metacognition: key influences a problem-solving behavior。Affect and mathematical problem solving: A new perspective。New York:Springer-Verlag。
6.
Mayer, R. E.(1985)。Implications of cognitive psychology for instruction in mathematical problem solving。Teaching and learning mathematical problem solving: Multiple research perspectives。Hillsdale, NJ:Erlbaum。
7.
Nodding, N.(1985)。Small groups as a setting for research on mathematical problem solving。Teaching and learning mathematical problem solving: Multiple research perspectives。Hillsdale, NJ:Erlbaum。
8.
Paris, S. G.、Winograd, P.(1990)。How metacognition can promote academic learning and instruction。Dimensions of teaching and cognitive instruction。Hillsdale, NJ:Lawrenc Erlbaum Associates。
9.
Riley, M. S.、Greeno, J. G.、Heller, J. I.(1983)。Development of children's problem-solving ability。The development of mathematical thinking。New York, NY:Academic Press。
10.
Schoenfeld, A. H.(1985)。Metacognitive and epistemological issues in mathematical understanding。Teaching and learning mathematical problem solving: Multiple research perspective。Hillsdale, NJ:Erlbaum。
11.
Schoenfeld, A. H.(1987)。Cognitive science and mathematics education: An overview。Cognitive science and mathematics education。Hillsdale, NJ:Erlbaum。
12.
Silver, E. A.(1985)。Research on teaching mathematical problem solving: Some underrepresented themes and needed directions。Teaching and learning mathematical problem solving: Multiple research perspectives。
13.
Silver, E. A.(1987)。Foundations of cognitive theory and research for mathematics problem-solving instruction。Cognitive science and mathematics education。Hillsdale, NJ:Erlbaum。
14.
Simon, H. A.(1980)。Problem solving and education。Problem solving and education: Issues in teaching and research。Hillsdale, NJ:Erlbaum。
15.
Vergnaud, G.(1987)。Conclusion。Problems of representation in the teaching and learning of mathematics。Hillsdale, NJ:Erlbaum。
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